1.popular culture and education:how it teaches and how we learn phil bensonhttp://www.slideshare.net/pbbenson/popular-culture-and-education-how-it-teach

2. integrating popular culture and education PopularEducation culture Integration 3. whatever can be integrated mustfirst be separatedSeparate 4. pleasure and learningPleasure and learning: For most people thesetwo dont seem to go together. But that is amistruth we have picked up at school, where wehave been taught that pleasure is fun andlearning is work, and, thus that work is not fun.(Gee 2007: 10) 5. incommensurate worldspopular culture education out-of-schoolin-school entertainmentteachingpleasurelearning (passive) consumption(active) studyemotional intellectual(hidden) ideology critical thinkingsexual / violentasexual / rationalgendered / racialized human / globaltransient / here and nowcumulative / lifelong repetitive / addictive progressive / developmentalthreat safety 6. power of the mediaRather than condemn or endorse the undoubtedpower of the media, we need to accept their significantimpact and penetration throughout the world as anestablished fact. The school and the family share theresponsibility of preparing the young person for livingin a world of powerful images, words and sounds.[M]edia education will be most effective when parents,teachers, media personnel and decision-makers allacknowledge they have a role to play in developinggreater critical awareness among listeners, viewers andreaders. (UNESCO 1982) 7. moral agendasMedia literacy should be a moral agenda, amoral discourse which recognizes ourresponsibility for the other person in a world ofgreat conflict, tragedy, intolerance andindifference, and which critically engages withour medias incapacity (as well as its occasionalincapacity) to engage with the reality of thatdifference, responsibly and humanely.(Silverstone, 2004: 440-1) 8. Losing control of youth The imperative for integration In some countries, children already spend moretime watching television than they do attendingschool (UNESCO, 1982) When children 4-6 were asked in a survey Whichdo you like better, TV or your daddy, 54 percentsaid TV (Silverblatt 2008: 3) 9. students and participatory culture aliens in the classroom (Green and Bigum, 1993) todays students are no longer the people oureducational system was designed to teach (Prensky,2001: 1-2) university students who have a non-traditional viewof textual interaction and often spend a lot of theirout of class time employed in significantly creative,narrative-based activities that do not fit thetraditional construction of textual engagement.(Urbanski 2010: 239) 10. polarizationAmusing ourselves to death (Postman, 1985)Kidnapped: How irresponsible marketers are stealing the mindsof your children (Acuff & Reiher 2005)Grand theft childhood : the surprising truth about violent videogames and what parents can do (Kutner & Olson, 2008)Killing monsters: Why children need fantasy, super heroes, andmake-believe violence. (Jones, 2002)Good video games and good learning (Gee 2007)Everything bad is good for you : how todays popular culture isactually making us smarter (Johnson 2006) 11. stance polarization of moral stance polarization of generational stance the neutral academic stance beyond themoral/generation gap Disembedded, cool members of our own (older)generation fascinated participant observers of new(younger) generational practices(cf. Richards 1998) 12. the neutral stance - moral a self-reflexive approach a constantmovement back and forth between practiceand theory, between celebration and criticalanalysis, and between language use andlanguage study. (Buckingham, 1993: 151) a balance must emerge so that critical medialiteracy is not purely a cognitive experience,nor is it solely experiencing pleasures withoutchallenges to extended learning (Alvermann,et al 1999: 28) 13. the neutral stance - generationalPrensky: how can immigrants presume to teachnatives new literacies?Fortunately, media educators have long ago crossedthis threshold. In fact, recognition that the mediaeducator can never know everything about evolvingmedia discourses and practices is a central truism inthe field. The media educator, thus, needs to bringstrategies, concepts, and frames to the teachingcontext, but with an open mind towards media contentthat is often better known by young learners.(Hoechsmann and Poyntz 2012: 8) 14. pedagogical optionsPopular culture asmotivational stimulus / rewardmedium of teaching and learningliterary textresource for text productionobject of teaching and learningobject of critique 15. how do we choose? positions are often based on moral /generational stance less frequently on theories of learning appliedto engagement with popular culture public pedagogy (Sandlin, et al 2010) how popular culture teaches and how welearn 16. theories of learningtheorylearning isexamplesculturalacquisition of the higher forms of culture, Pre-mediatransmissionrejection of popular cultureeducationbehaviourisma conditioned response to popular culture Media effectsstimuli literatureconstructivismmaking meaning out of engagement with Alvermann (2002)popular cultureplay-basedstimulated by the pleasures and safety of Jones (2002)learningplay involving popular culture textscognitivism cognitive development through engagementJohnson (2006)with complexity of popular culturesituated learning development of identity through situatedNLS literatureengagement with popular cultureemancipatorydeveloping critical awareness of dominant Media literacylearningideologies carried by popular culture texts literature 17. theories of learning and moral stance media effectsCultural transmission emphasis on sex and violence isevidence of the low character of popular cultureBehaviourist pleasurable emotional stimulus of mediaviolence leads to imitation / real-life reenactmentConstructivist What all this means is not that I willrun out and pretend to be a S.W.A.T team member[but] that S.W.A.T. 4 is primarily a tool forunderstanding. (Gee 2007: 16)Play-based learning engagement with media violenceis cathartic (Jones, 2002) 18. Theories of learning and generational stance teacher roles Cultural transmission - teacher as demagogue differentiating good from bad culture Behaviourism teacher as manager/operatorof selected popular culture teaching texts Constructivism teacher as guide/co-interpreter of student-selected texts Play-based learning teacher as co-participant/conversational partner in playwith texts 19. referencescuff, D. S., and Reiher, R. H. (2005). Kidnapped: How irresponsible marketers arestealing the minds of your children. Chicago, IL: Dearborn.lvermann, D., Moon, J., and Hagood, M. (1999). Popular culture in the classroom:Teaching and researching critical media literacy. Newark, DE: International ReadingAssociation.uckingham, David (1993). Going critical: The limits of media literacy. Australian Journalof Education, 37 (2), 142-152.ee, J. P. (2007). Good video games and good learning: Collected essays on videogames, learning and literacy. New York, NY: Peter Lang.entile, D. A. (2003). Media violence and children: A complete guide for parents andprofessionals. Westport, CT: Praeger.reen, B., and Bigum, C. (1993). Aliens in the classroom. Australian Journal ofEducation, 23 (2), 119-141. 20. Jones, G. (2002). Killing monsters: Why children need fantasy, super heroes, and make-believe violence. New York, NY: Basic Books.Kutner, L., and Olson, C. K. (2008). Grand theft childhood : the surprising truth aboutviolent video games and what parents can do. New York, NY: Simon and Schuster.Postman, N. (1994). Amusing ourselves to death: Public discourse in the age of showbusiness. New York: Penguin.Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5), 1-6.http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immRichards, Chris (1998). Teen spirits: Music and identity in Media Education. London:UCL Press.Sandlin, J. A., Schultz, B. D., Burdick, J. (Eds.) (2010). Handbook of public pedagogy:Education and learning beyond schooling. New York, NY: Routledge.Silverblatt, A. (2008). Media literacy: Keys to interpreting media messages. 3rd Edition.Westport, CT: Praeger.Silverstone, R. (2004). Regulation, media literacy and media civics. Media, Culture andSociety, 26(3), 440-449.UNESCO (1982). Grunwald declaration on media educationhttp://www.unesco.org/education/pdf/MEDIA_E.PDFUrbanski, H. (2010). In H. Urbanski (Ed.), Writing and the digital generation: Essays innew media rhetoric (pp. 239-251). Jefferson, NC: McFarland.